As awareness of the unique abilities and needs of heritage language learners has grown, so too has recent research deepened our understanding of the dynamic between language policy and heritage language education (HLE). In this article, I review HLE policy research conducted in various international contexts. I begin by reviewing ongoing debates in the policy literature over definitions and adopt a broad understanding of the term so that we can glean as much insight as possible from the comparison of international contexts. I then turn to six international regions and countries that have been the focus of recent HLE policy research. Within each region, I apply the analytic framework proposed by Ricento and Hornberger (1996) to differentiate the multiple levels at which language policy functions. Finally, I identify common themes emerging across the research in these varied contexts and conclude with suggestions for future policy-oriented HLE research.